Vice-Chancellor ' s Unit 1997 Referential communication tasks : Performance by normal and pragmatically impaired children

Abstract

Two groups of children, a pragmatically impaired (PI) group and a group of language-normal (LN) agematched peers, were compared by use of a referential communication task. Experimenter and child both played the roles of listener and instructor during the task and, in addition, the experimenter sometimes failed to give adequate information when in the role… (More)

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